| |
| |
| |
| Establishing The Foundation For Development of Fundamental Skills | |
| |
| |
| |
| Becoming an Effective Clinician | |
| |
| |
| Entering the World of the Clinician | |
| |
| |
| Characteristics of the Effective Clinician | |
| |
| |
| Other Essential Ingredients of Treatment | |
| |
| |
| Importance of Theories of Counseling and Psychotherapy | |
| |
| |
| Making the Transition from Theory to Treatment | |
| |
| |
| Understanding the Helping Professions | |
| |
| |
| Historical Overview | |
| |
| |
| Purpose of this Book | |
| |
| |
| Organization of this Book | |
| |
| |
| Stages of the Treatment Process | |
| |
| |
| Identifying People's Areas of Difficulty | |
| |
| |
| Planning the Treatment | |
| |
| |
| Structure of this Book | |
| |
| |
| How this Book Will Contribute to Your Skill Development | |
| |
| |
| Using This Book Effectively | |
| |
| |
| Promoting Skill Development | |
| |
| |
| Practice Group Exercises | |
| |
| |
| Learning Opportunities | |
| |
| |
| |
| Antecedents to Effective Skill Development: Multicultural Competence, Ethical Understanding, Social Justice, and Others | |
| |
| |
| Paving the Way for Skill Development | |
| |
| |
| Learning Goals for the Chapter | |
| |
| |
| Ethical Standards | |
| |
| |
| Understanding Normal and Abnormal Human Development | |
| |
| |
| Theories of Counseling and Psychotherapy | |
| |
| |
| Multicultural Understanding and Competence | |
| |
| |
| Social Justice and Advocacy | |
| |
| |
| Integrating the Mind, Body, and Spirit | |
| |
| |
| Other Areas of Knowledge and Competence | |
| |
| |
| Learning Opportunities | |
| |
| |
| |
| Using Fundamental Skills to Understand and Address Background | |
| |
| |
| |
| Using Questions Effectively to Gather Information and Understand Background | |
| |
| |
| Example Illustrating Importance of Questions | |
| |
| |
| Purposes That Questions Can Accomplish | |
| |
| |
| The Importance of Purpose | |
| |
| |
| Formulating Helpful Questions | |
| |
| |
| Importance of Background Information | |
| |
| |
| Purposes and Nature of Intake Interviews | |
| |
| |
| Example of an Intake Interview | |
| |
| |
| Learning Opportunities | |
| |
| |
| |
| Additional Skills to Gather Information and Understand Background | |
| |
| |
| Structuring the Initial Session, Early Recollections, Genograms, Life | |
| |
| |
| Chronology | |
| |
| |
| Structuring an Initial Session | |
| |
| |
| Making Discussion of the Past Relevant and Meaningful | |
| |
| |
| Eliciting Strengths from Discussion of Backgroun | |
| |
| |
| Early Recollections | |
| |
| |
| Genograms | |
| |
| |
| The Lifeline or Life Chronology | |
| |
| |
| Learning Opportunities | |
| |
| |
| |
| Using Fundamental Skills to Elicit and Modify Emotions | |
| |
| |
| |
| Using Fundamental Skills to Elicit and Clarify Emotions | |